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O N T H E R E L E V A N C E D F B LI N D-VARI ATI a N-AN D-S E L E C T I V E - R E T E NTI D N İN
C R E A T I V E A R C H I T E C T U R A L P R O B L E M S D L V I N B W I T H I N T H E C O N T E X T O F
A R C H I T E C T U R A L E D U C A T I O N
Hakan Anay
Middle East Technical University,
Department of Architecture, Ankara, Türkiye
hakananay@yahoo.com, anay@metu.edu.tr
Abstract
Blind-variation-and-selective-retention process is essential
for ail genuine gains and achievements in epistemic activities
such as thinking, learning, and general problem solving. This
idea is fundamental to the conception of "creativity" and
"creative thought" in "evolutionary epistemology,"and should
be equally applicable to the epistemic activities concerning
"creativity" and "creative thought" such as architectural
problem solving. Taking this argument as its basis, the present
study examines and discusses the relevancy and applicability
of blind-varlation-and-selective-retention as a model for
architectural problem solving, particularlywithin the context of
architectural education, it underlines particular characteristics
of the model that should be considered prior to its adoption
to architecture which these characteristics also point to lines
of research which should be considered in depth.
The present paper is based on the idea that bllnd-variation-
and-selective-retention process Is essential for all genuine
gains or achievements in epistemic activities such as thinking,
learning, and general problem solving. (See Campbell 1960)
This idea Isfundamentaltotheconceptlon of'creatlvethought"
in "evolutionary epistemology," particularly in the works of Karl
Popper and Donald Campbell and should beequallyappllcable
to the epistemic activities concerning "creatlvlty"and "creative
thought"such as architectural problem solving.' The main aim
of the present study is to examine and discuss the relevancy
of blind-variation-and-selective-retention process as a modeP
for creative architectural problem solving within the context
of architectural education. Its main thesis is that we can
expand this model for the (re)conception of problem solving
and "creative thought" or "creativity" in architecture, with
some reconsiderations and modifications. Consequently the
model will be profitable for architectural design education, for
teaching/learning how to design and for gaining architectural
knowledge.
The nature of blind-variatlon-and-selective-retention
process
Blind-variation-and-selective-retention process in problem
solving Is fundamentally based on trial-and-error with an
"evolutlonary"argument.The process has following essentials
(See Campbell 1960,1974):
' The present paper is based on the hypothesis that architectural
design can be evaluated as a "type of" problem solving activity in the
sense that it is a purpose driven or teîeological process where acts
of making, evaluation and remaking take place towards the creation
of a work that potentially fulfils the objectives, or provide a solution
to the stated architectural problem. The activity has an "epistemic"
nature since it concerns and requires utilization and production of
various levels and types of knowledge. However this does not amount
to architectural design equals to problem solving or reduction of
architectural design to a mere knowledge activity. These uses are for
convenience, for isolation and foregrounding certain aspects of a very
complex activity such as design that helps the paper to clarify the
main problem, set its main argument and discuss the relevancy of it.
^ The use of the term "model" refers to "a simplified description of a
complex entity."